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الرئيسية > A Proposed Program For Enhanci...>الوصف

A Proposed Program For Enhancing EFL Pre-Service Teachers Literacy Instruction Required For Teaching Children With DyslexIA\\\\

المصدر: مجلة كلية التربية بالمنصورة
الناشر: جامعة المنصورة - كلية التربية
المؤلف الرئيسي: AI Hadidy, Mervat (Author)
المجلد/العدد: ع60, ج1
محكمة: نعم
الدولة: مصر
التاريخ الميلادي: 2006
الشهر: يناير
الصفحات: 63 - 94
ISSN: 1110-9777
رقم MD: 682229
نوع المحتوى: بحوث ومقالات
قواعد المعلومات: EduSearch
مواضيع:
الأطفال | القراءة | محو الأمية
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المستخلص: Much research has been devoted to individuals who have failed to read successfully, i.e., dyslexic persons/RDs. The National Institute of Child Health and Development (NICHD) has recently reported (2004) that; "with about 90% of students with learning disabilities possessing primary academic difficulty in reading". There is a strong evidence to support the finding that many of the difficulties encountered by children with dyslexia are related to a disorder in phonological processing skills which are the, basis for reading disability. The purpose of this study was to 1) identity the main common difficulties encountered by dyslexic children; 2) examine EFL primary education pre-service teachers' knowledge of literacy instruction; 3) design a literacy instruction-based program that might provide the subjects with proper reading strategies required for teaching children with dyslexia. A test of teacher's knowledge of literacy instruction was used as a pre-post instrument, and administered to the experimental group. Results yielded from this study proved the effectiveness of the proposed program in improving the subjects’ knowledge of phonological awareness, word recognition and reading strategies that are necessary for teaching dyslexic children. Moreover, the subjects were more knowledgeable about the characteristics and problems of those children. The study recommends that major efforts must be undertaken to ensure that colleges of education in Egypt develop preparation programs to foster the necessary content and pedagogical expertise for pre-service teachers to scaffold poor readers throughout school years.
ISSN: 1110-9777

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